Second Language Learning in the Classroom

1
Second Language Learning in the Classroom

• Lightbowm and Spada Chap.6

2
Learner Language (Lightbowm and Spada Chapter 4)

• The learner language is the result of the
  interaction of the language faculty the L1 and
  the input.
• L1 Interlanguage Input Target
• UG

3

• Learner Language or Interlanguage is an
  APPROXIMATIVE SYSTEM. It is systematic but it is
  dynamic and it is continually evolving.
• What are the developmental sequences in the
  language that you are facilitating?

4
Comparing Instructed and Natural Settings

• Natural acquisition settings
• Learners in traditional instruction
• Communicative language teaching classrooms.

5
Activity

• Classroom comparisons
• Errors?
• Error correction?
• Genuine questions
• Display questions
• Negotiation of meaning

6
Get It Right From the Beginninng

• Study 1 (Lightbowm 1981)
• Audiolingual What were the research findings?
• Study 2 (Sauvignon 1972)
• Grammar plus communicative practice What were
  the results on linguistic competence and
  communicative competence?
• Study 3 (Montgomery and Eisenstein (1985)
• Grammar plus plus communicative practice Did
  grammatical accuracy improved for the group
  receiving grammar-based instruction? Why?

7
Say What You Mean and Mean What You Say

• Study 4 Long et al. (1976)
• What was the difference between teacher-centered
  and group work?
• Study 5 Long and Porter (1985)
• What are the advantages of learners talking to
  learners? What are the disadvantages?
• Study 6 Pica, Young and Doughty (1987)
• What was the impact of negotiation of meaning on
  comprehension?

8
Say What You Mean and Mean What You Say

• Study 7 Yule and MacDonald (1990)
• What types of roles were taken by more advanced
  learners in interaction?
• Study 8 Mackey (1999)
• Which group produced more advanced questions
  forms?
• Study 9 Mackey and Philp (1998)
• Which group benefited more from interaction with
  recasts?

9
Just Listenand read

• Why is the just listen and read approach
  controversial?
• What were the results of the study conducted on
  the comprehension-based ESL program?
• How do they differ from the results of the
  studies on TPR and French immersion programs?

10
Teach what is teachable

• What is the difference between acquisition of
  developmental and variational features?
• What types of studies support this view?

11
Get it right in the end

• What aspect of the language must be taught under
  this view?
• What are the advantages of focusing on language
  form? Is it the equivalent to providing grammar
  explanations (see page 97, example 14) ?
• What type of studies support the use of enhanced
  input?

12
Input and interaction in classrooms

• In Longs (1985) model, what is the relationship
  between interaction, comprehensible input and
  language acquisition?
• What factors influence turn-taking?
• What are the distribution patterns of turn-taking
  in your class? Can you alter them?

13
How to focus on form

• Three models
• Model 1
• Brief, explicit instruction of formal knowledge
• Activities with signals and brief interventions

14

• Model 2
• Explicit instruction of formal knowledge
• Time for the learner to grasp the declarative
  knowledge
• Extensive practice of the forms in controlled
  behavior
• Extensive practice of the procedures in
  communicative activities (leading to
  automatization)

15

• Model 3
• Attention to form and meaning integrated at all
  times with or without explicit instruction